28.8.2020: Reading development from age 2 to 16: Divergent developmental pathways and their early identification (Psyridou)
Reading constitutes a critically and increasingly important skill in modern societies in order for an individual to function properly and independently. There is growing evidence suggesting that in contrast to the customary assumption, reading difficulties are not always stable over time for all children. There are some children who develop reading difficulties after grades 3-4 despite normal early reading skills and others who have normal reading skills after grades 3-4 despite reading difficulties during the early grades. It is of great importance from both theoretical and practical viewpoints to examine the development of reading in a long time frame and the key factors for the early identification of risks and resolution of reading difficulties.
The findings of this dissertation suggest that reading difficulties are not persistent for all children across grades. For some children, their reading difficulties remain persistent across grades, however, there are some children who manage to resolve them and others who start school without having reading difficulties and they manifest them later on. The methodology used highly affects the stability of reading skills development and the stability of reading difficulties identification. The use of single cut-offs could lead to false or biased estimations on the prevalence of instability of reading difficulties if those belonging to the unstable groups are scoring just above or just below the cut-off point. This can contribute to false impressions about the distinctness of the groups as well as about the risk of children for developing reading difficulties. Where and how we set a cut-off point matters and has ethical implications. It affects not only who will be identified as having reading difficulties but also who will receive extra support.
The findings of this thesis also showed that groups with different developmental trajectories of reading skills can be identified and they show differences in their early reading-related cognitive skills. Children belonging to the groups with reading difficulties showed multiple deficits in several cognitive skills as well as differences in parental factors. Low scores in early cognitive skills and the presence of family risk could lead to later reading difficulties. However, a profile with high risk (e.g. family risk for dyslexia and early expressive vocabulary delay) does not inevitably lead to reading difficulties. In addition, although the children belonging to the group with the resolving tendency demonstrated significant difficulties in multiple cognitive skills, they at the same time had certain strengths in early cognitive skills compared to the children belonging the to the group with persistent reading difficulties. Specifically, the probabilities for the resolution of reading difficulties were increasing with higher scores in number counting, and vocabulary in kindergarten. These skills may have acted as protective factors, or indicators of skills that predict better outcome in the longer run in reading. In addition, gender seems to affect the trajectories of reading skills development; with girls being more likely to resolve their reading difficulties.
The results of this thesis suggest that children’s reading skills should be followed beyond the early grades, as it can reveal changes in children’s reading status. The insights on the factors that seem to act as protective against the persistence of reading difficulties can be used for the development of support systems and intervention programs which will help children at risk for reading difficulties. In addition, the results of this study suggest that family risk is a factor that can provide very fruitful information on the development of children’s reading skills. Although not all of those with family risk for reading difficulties develop reading difficulties themselves, it seems to increase predictability of children’s reading difficulties.
The dissertation entitled “Reading development from age 2 to 16: Divergent developmental pathways and their early identification” will be publicly examined on August 28th at 12:00 . The opponent is Professor Kate Nation (University of Oxford) and the custos is Associate Professor Minna Torppa (University of Jyvaskyla). The defense is in English.
Online link to the event: https://r.jyu.fi/dissertation-psyridou-280820
If a member of the audience wants to ask questions at the end of the public examination, it is possible to call the Custos. The phone number of the Custos is
Publication:
University of Jyväskylä, 2020, 73 p. JYU Dissertations number 267, Jyväskylä 2020; ISBN 978-951-39-8254-6; ISSN 2489-9003 http://urn.fi/URN:ISBN:978-951-39-8254-6
Further information
Maria Psyridou, maria.m.psyridou@jyu.fi, +358408053016
Communications Specialist Anitta Kananen, 040 846 1395, anitta.kananen@jyu.fi
